A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfilment of the Requirement for the
Degree of Education in English Department
NUR HUSNA ENI 10535601514
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Nur Husna Eni
NIM : 10535 6015 14
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Analysis of Verbal Interaction Between Teacher and Students in the Classroom at SMA Muhammadiyah Boarding School Awwalul Islam Makassar
Dengan ini menyatakan:
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil jiplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.
Makassar, Agustus 2021 Yang membuat pernyataan
Nur Husna Eni
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UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Nur Husna Eni
NIM : 10535 6015 14
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Analysis of Verbal Interaction Between Teacher and Students in the Classroom at SMA Muhammadiyah Boarding School Awwalul Islam Makassar
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Agustus 2021 Yang membuat perjanjian
Nur Husna Eni
viii MOTTO
“Sesungguhnya sesudah kesulitan itu ada kemudahan” (Q.S. Al Insyiroh: 6)
“Berangkatlah kamu dalam keadaan merasa ringan maupun merasa berat, dan berjihadlah dengan harta dan dirimu di jalan Allah, yang demikian itu adalah lebih
baik bagimu jika kamu mengetahui” (Q.S. At Taubah: 41)
“Barang siapa berjalan menuntut ilmu, maka Allah akan memudahkan baginya jalan ke surga” (HR. Muslim)
“Jangan berputus asa meskipun kamu telah berdoa dengan keras, ada saat penundaan dalam menerima karunia yang diharapkan. Dia telah menjamin bahwa Dia akan memenuhi apa yang dipilih-Nya untukmu, bukan apa yang kamu pilih untuk dirimu
sendiri, dan pada saat Dia tentukan, bukan pada saat kamu inginkan” (Petuah Ibn Ata’illah)
Live a life without regrets and happily.
ix ABSTRACT
Nur Husna Eni, 2021. The analysis of verbal interaction between teacher and students in the classroom at SMA Muhammadiyah Boarding School Awwalul Islam Makassar (A Descriptive Research at SMA Muhammadiyah Boarding School Awwalul Islam Makassar at eleventh grade). Supervisor by Nunung Anugrahwati and Hj. Ilmiah.
The aim of this research is to know kinds of verbal interaction that the teacher used in classroom and the kinds of verbal interaction that the students used in the classroom at SMA Muhammadiyah Boarding School Awwalul Islam Makassar.
The method of this research was descriptive qualitative method. The subject of this research consisted of the teacher that teaching in twelfth grade and the students who study in twelfth grade at SMA Muhammadiyah Boarding School Awwalul Islam Makassar. In this research, researcher used one teacher and ten students as the subject.
Based on data analysis from observation and kinds of verbal interaction that the researcher found the verbal interaction that the teacher used was Accept feelings, praise or encourages, Accept or uses ideas of students, ask questions, lecturing, giving direction and criticizing or justifying and the verbal interaction that the students used was students-talk response according to Flander’s Interaction Analysis Category (FIAC). In this research the teacher used many verbal interactions in classroom because in this classroom the students mostly silent and do the task that they have given before.
Keyword: Verbal interaction, Teacher and Students, classroom interaction.
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ABSTRAK
Nur Husna Eni, 2021. Analisis Interaksi Verbal Guru dan Siswa di Kelas di SMA Muhammadiyah Boarding School Awwalul Islam Makassar (Penelitian Deskriptif di SMA Muhammadiyah Boarding School Awwalul Islam Makassar Kelas XI). Pembimbing oleh Nunung Anugrahwati dan Hj. Ilmiah.
Penelitian ini bertujuan untuk mengetahui jenis-jenis interaksi verbal yang digunakan guru di dalam kelas dan jenis-jenis interaksi verbal yang digunakan siswa di dalam kelas di SMA Muhammadiyah Boarding School Awwalul Islam Makassar.
Metode penelitian ini adalah metode deskriptif kualitatif. Subjek penelitian ini terdiri dari guru yang mengajar di kelas sebelas dan siswa yang belajar di kelas sebelas di SMA Muhammadiyah Boarding School Awwalul Islam Makassar. Dalam penelitian ini, peneliti menggunakan satu guru dan sebelas siswa sebagai subjek.
Berdasarkan analisis data dari observasi dan jenis interaksi verbal yang peneliti temukan interaksi verbal yang digunakan guru adalah Menerima perasaan, memuji atau mendorong, Menerima atau menggunakan ide siswa, mengajukan pertanyaan, ceramah, memberi arahan dan mengkritik atau membenarkan dan Interaksi verbal yang digunakan siswa adalah respon bicara siswa menurut Flander's Interaction Analysis Category (FIAC). Dalam penelitian ini guru banyak menggunakan interaksi verbal di dalam kelas karena di kelas ini siswa lebih banyak diam dan mengerjakan tugas yang telah diberikan sebelumnya.
Kata kunci: Interaksi verbal, Guru dan Siswa, interaksi kelas.
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ACKNOWLEGEDMENT
For the first and foremost, The researcher would like to express her deepest gratitude for Almighty God, Allah SWT for his marvelous and amazing grace, for the countless blessings and love so the reacearcher has finally completed this thesis. This thesis is aimed to fulfill one of requirements for the degree of Sarjana Pendidikan of English Department, Faculty of Teacher Training and Education, State Muhammadiyah University of Makassar. The reacearcher is also expressing her extremely grateful to the following people:
1. Her lovely parents and her family who always pray and give encouragement.
2. Prof. Dr. H. Ambo Asse, M.Ag, Rector of Muhammadiyah University of Makassar.
3. Mr. Erwin Akib, M.Pd, P.hD Dean of the Teaching and Education Faculty, Muhammadiyah University of Makassar and his staff who have provided lecture
facilities and infrastructure.
4. Ummi Khaerati Syam, M.Pd, as Chair of the Department of English Language Education.
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5. Maharida, S.Pd, M.Pd as Academic Advisor that had given her a great guidance through her Academic.
6. Nunung Anugrahati, S.Pd, M.Pd as a Supervisor that had given her the kindness, guidance, support, comments, and information to improve her writing.
7. Hj. Ilmiah, S.Pd, M.Pd as a Supervisor that had given her the kindness, guidance, support, comments, and information to improve her writing.
8. All the Lecturers of English Department during her Academic year at State Muhammadiyah University of Makassar, who taught and given knowledges, encouragement, and invaluable advices for her to complete this Thesis.
9. Soraya Nur M as a partner and classmate who always provides support and advice to her.
10. Hasmila as a partner and classmate who always provides support and advice to her.
11. Uffi Mubarak as a partner and classmate who always provides support and advice to her.
12. Muhammad Zulkarnaen Burhan and Muhammad Jabal Nur Burhan more than amazing brothers who have been there in helping and supporting to finish her study.
13. Teacher and Students in SMA Muhammadiyah Boarding School Awwalul Islam Makassar for their welcome and permit her observed and the best cooperation while doing research to finish her thesis.
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14. All friends in Freedom Class for worthy memories and togetherness until 8 semesters as classmates.
15. All friends in P2K 2018 SMA Negeri 9 Bulukumba for memorable time that had spent with laughter, love, happiness and motivation.
16. The last but not least her special thanks for Everyone who cannot be counted and mentioned one by one for staying and coloring her life each day.
Makassar, August 2021
Researcher
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TABLE OF CONTENT
TITTLE PAGE ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET ... iii
SURAT PERNYATAAN ... vi
SURAT PERJANJIAN ... vii
MOTTO ... viii
ABSTRACT ... ix
ACKNOWLEDGEMENT ... x
TABLE OF CONTENT ... xiii
LIST OF FIGURES ... xv
CHAPTER I INTRODUCTION A. Background ... 1
B. Problem Statement ... 3
C. Objective of the Study ... 3
D. Significance of the Research ... 3
E. Scope of the Study ... 4
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Findings ... 5
B. Pertinent Ideas ... 7
C. The Conceptual Framework ... 34
CHAPTER III RESEARCH METHOD A. Research Design ... 35
B. Research Focus... 35
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C. Subject of The Research... 36
D. Research Instrument ... 36
E. Data Collection... 37
F. Technique Data Analysis ... 37
CHAPTER IV FINDINGS AND DISCUSSION A. Findings ... 39
B. Discussion ... 44
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 46
B. Suggestion ... 47 BIBLIOGRAPHY
APPENDIX
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LIST OF FIGURES
2.1 Conceptual Framework ... 34
4.1 Verbal interaction that the teacher and students in classroom ... 41
4.2 Percentage of Matrix Table ... 42
4.3 Teacher’s verbal interaction ... 43
4.4 Student’s Verbal interaction ... 43
4.5 Summary of result of Teacher and students Interaction in Classroom ... 44
1 CHAPTER I
INTRODUCTION
A. Background
Verbal interaction between a teacher and students can influence the classroom environment, quality of the instructional program, and student management in the classroom. This study examined teacher-student communication patterns in both regular and special education classes for behaviorally and emotionally handicapped students. It was expected that special class communications patterns would differ substantially from those used in regular classes. Those communications would result in more effective student management and more time on-task for learning. Webster and Jhonson (1987) Process Interaction Model was used to analyze the communication patterns. Expected differences between how regular and special class teachers interact with students were not found. Implications of findings are discussed in relationship to teacher training, teacher effectiveness, and classroom management.
In the learning process, verbal interactions occur during a teacher’s lesson.
Teachers speak for about 70 percent of the class time on average. Therefore, this approach needs to be changed and instead students’ participation during the process of teaching needs to be taken into consideration. Even if some learners are in the unconscious state of daydreaming during lessons, teachers need to direct the
interaction into a targeted one and keep learners in the state of absolute consciousness during the interaction through their behavior.
In fact, the strength or weakness of a teacher’s lesson is embodied in the way teacher-student interaction is handled. As a result, Kadivar (2002) considers the ability to establish a positive and effective relationship with the students’ on of the main skills required by teachers. The type of relationship teachers has with their students could result in higher degree of students’ participation in leaning (Good &
Barafi, 1986), create a positive image of learning in them, and turn the class atmosphere into a friendly and desirable one.
Based on research that Classroom as the majority of concerns observed in classes arise out of lack of proper interaction. Insisting on this issue, it has been stated that teaching happens only when a teacher establishes interactions with one (or a number of) students. One of the methods that is easy to implement and has good reliability and validity with regard to interpretation of result is Flanders method.
According to Flanders (1970), almost two third of classroom time is spent on lectures when the teacher delivers a one-sided and liners speech.
In addition, a positive correlation between teachers’ talks time and their way of talking and their students’ education achievement. However, it should be noted that the quality of teacher’s talk is more important than its quantity and there is a great positive correlation between clarity of speech, the ability to attract students’
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attention, organization of speech, and the use of warning statements and reactions and students’ educational achievement.
Based on the explanation above, the researcher takes the title “The Analysis of verbal interaction between teacher and students in the classroom” The researcher concludes that students must pay attention in teacher talks to understand and make a good communication.
B. Problem Statement
Based on the background above, the problems of the study are as follow:
1. What are the kinds of verbal interaction used by the teacher in the classroom?
2. What are the kinds of verbal interaction used by the students in the classroom?
C. Objective of the Study
Based on the research problem, the objectives of the study are to find out:
1. To find out the kinds of verbal interaction that the teacher use in classroom.
2. To find out the kinds of verbal interaction that the students use in classroom.
D. Significance of the Research
The result of this study are expected to be useful, there are:
1. Theoretically, the result of the research can contribute useful information for the future research with the similar problem.
2. Practically, the result of this research can be used as information to teachers understands the good interaction in class.
E. Scope The Study
This research is restricted to the analysis of verbal interaction use between teacher and students, students and teacher this research focuses to analyze the kinds of verbal interaction in classroom that the students and teacher used.
5 CHAPTER II
REVIEW OF RELATED LITERATURE
This study is designed to describe verbal interaction between students and teacher in classroom. It is conducted to know are the verbal interactions can help students to understand what teacher talk in classroom. Therefore, this chapter presents some concepts of Interaction in classroom and verbal interaction.
A. Previous Related Findings
Goronga (2013) in his journal with the title the nature and quality of classroom verbal interaction stated that in classroom the teacher also dominant in class, because the research did in primary school so the teacher has an important role in class, the teacher must be active. Educators generally agree that children learn most by doing, yet, this awareness is rarely translated into classroom teaching methods. The study recommends that similar studies be conducted across grades and extended to secondary school level.
Sukarni and Ulfah (2015) in their journal with the title an analysis of teacher and student talk in the classroom interaction stated that, in classroom interaction the teacher must be active un class because in class the teacher as the main model, everything that the teacher do in class did not escape the attention of students.
Especially the language used by teachers, even in their research found that the teachers more in dominant in claiming interaction in class and the students was less
interaction. In the other words, the interaction was in three ways communication:
interaction between teacher-students, students-teacher, and students-students.
Al-Hasanat (2017) in his journal with the title a study of the extent and nature of classroom verbal interaction in tenth-grade state that verbal interaction in classroom also dominant with teacher talk based on the findings, the study provided a set of recommendations. In this studied stated that there is a need to improve classroom verbal interaction through encouraging teachers to initiate conversation with their students, encouraging students to participate in classroom events and discussion, and encouraging students to express and share their ideas and opinions during the class. So the students can be actively in classroom.
Interaction in the classroom is not only influenced by how the teacher explain but creates a comfortable atmosphere so that students feel not depressed in the learning process is another factor for the creation of good interaction porcommunication between students and teachers, in addition a teacher must be professional in teaching so that all the affairs outside the classroom does not affect the learning process.
In the other words, interaction in the classroom became an important thing to do, from the academic side of the interaction to be an intermediary between teacher and students by conveying what teacher have known to understand by students. Hall and Walsh (2002) point out that classroom interaction takes on a specially significant role on that it is both the medium through which learning is realized and an object of
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pedagogical attention. It means that a process of interaction in classroom should involve teacher and students to make students understand and improve their knowledge.
Based on the statement above, the researcher can conclude that verbal interaction in classroom it is dominant of teacher talk and students quieter while doing interaction in classroom. So, the teacher must master how to manage the classroom especially for how student can active in discussion, give an opinion, chore the idea in classroom. There were some difference and similarity with this research.
The similarity between those researchers is the same purpose to analyzing verbal interaction in the classroom.
B. Pertinent Ideas
1) The Concept Classroom Interaction
Interaction in classroom has a variety of sense, according to experts, among others: Heap (1985) “A feature of many recent qualitative studies of classroom interaction is a focus of the work and activities of participants in classroom setting in producing those settings, particularly but not exclusively through the organization of classroom talk”. This means when the interaction that arise in the class come from the communication constructed by students and teacher that occur naturally without their plans depending on how students and teacher make good interaction.
Shaheen (2016) to practice critical thinking, students need to participated in the discourse of the discipline to think, speak, and be listened to as they participate in the discipline’s particular mode of inquiry. Students will not get enough practice just by talking to the instructor, and very little by just listening to the instructor. Student develop competency and become critical thinkers in classroom that provides opportunities for intensive, structured interaction among students. The interaction between the teacher and the students is an essential part of teaching and learning process.
Luz (2015) Classroom interaction stimulates the student involvement in the classroom. It fuels student motivation and help the students see the relevance of teachers’ topic. It increases participation as all students are involved. The interaction can be between the teacher and students. This form of classroom interaction teaches the students to respect their superiors. They are given a chance to air their opinion in the class.
The other form of classroom interaction is between the student and students. This one allows the student to learn and understand how to work with partners. It develops and improves the skills of team work. It improves peer relationship. By encouraging students in the classroom to work together they learn the importance of working cohesively with others (Bloom & Stein, 2004).
Whether by small groups or whole-class discussion, teachers can do much to create an interactive classroom. The other method is whole class interaction.
Learners interacting this way in a classroom learn the importance of patience
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and to value the point of view of others (Garfield, 1993). By asking the student to raise them to speak or calling student by randomly the teacher teaches the students that when someone else is speaking, they should let them have their say without interruption as their voices are as equal as that of anyone else.
Classroom interaction also other method like role playing, conversation, reading around, and questions and answer. Reading aloud includes a situation whereby one person read while others listen, this allows students to demonstrate creativity and knowledge and help them to outside to constraints of classroom. In conversation, the students in a class discuss a given topic. A conversation can involve the whole the whole class or among small groups of students in the class. In question-and-answer method, the teacher or student poses a question to assess the learner. The student may pose a question to the teacher meant to obtain more or new information.
Erickson’s (1982) The teacher acts as a facilitator. Since students do not always spontaneously interact well with one another they hence need encouragement. To cultivate interaction, the teacher may divide the learners into small groups and given them tasks, projects or assignments. Soon all the students will be communicating with each other role playing and offering ideas;
shyness will be forgotten in the excitement of accomplishing the group project.
The teacher has the role to create a classroom environment. Students often mimic a teacher’s actions. If the teacher prepares a warm, happy environment, students are more likely to be happy. An environment set by the teachers can
either be positive or negative. The students sense the mode of the teacher; if the teacher is angry, they may react negatively hence the learning is impaired. The teacher acts a role model. Teachers typically do not think of themselves as role models, however, inadvertently they are. Students spend a great deal of time with their teacher and therefore, the teacher becomes a role model to them. This maybe a positive or negative effect depending on the behaviors of the teacher.
The teacher acts as a mentor. It can be intentional or not. It encourages the students to work hard to achieve the best. It can be positive or negative depending on the character of the teacher. The teacher can mentor learners by taking time to listen to them. By doing so, the students build courage. The teacher should be aware of the elements that prevent good classroom interaction. By knowing them, the teacher will be able to avoid them hence create proper classroom interaction. For example, some teachers discourage students by criticizing their answers. Criticizing mostly shuts the students down hence affecting the interaction negatively. Peer pressure or when some students have overpowering personalities that cause other students keep quiet in the class.
On the other side, Richards, at al (1992) define classroom interaction the patterns of verbal and non-verbal communication and the types of social relationships which occur within classrooms. The study of classroom interaction may be a part of studies of Classroom Discourse, Teacher Talk and Second Language Acquisition. Classroom learning is a co-operative effort
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between the teacher and the students. It points to how the teacher and the students interact and how students interact amongst themselves, all of which affects language learning.
Furthermore, interaction in the classroom is not only influenced by how the teacher explains but creates a comfortable atmosphere so that students feel not depressed in the learning process is another factor for the creation of good interaction or communication between students and teachers, in additional a teacher must be professional in teaching so that all the affairs outside the classroom does not affect the learning process.
In the other words, interaction in the classroom become an important thing to do, from the academic side of the interaction to be an intermediary between teacher and students by conveying what teacher have known to understand by students. Hall and Walsh (2002) point out that classroom interaction takes on an especially significant role in that it is both the medium through which learning is realized and an object of pedagogical attention. It means that a process of interaction in classroom should involve teacher and students to make students understand and improve their knowledge.
Interaction can be defined as the intermediary of the person and the interpretation of sensory information. Interaction also includes the way people respond to information, people can consider interaction as a process in which they take sensory information from the environment and use information to
environment. Interaction allows people to take sensory information and make it into something meaningful.
Hall and Verplaetse (2002) claim that, it is their interactions with each other those teachers and students work together to create the intellectual and practical activities that shape both the from and the content of the target language as well, because when the interaction run well it can be what teacher give can be understand by students clearly.
Actually, all the definition above that stated by some experts are similar.
One’s interaction can be a role to improve a student knowledge and interaction must be have a work together between students and teacher to give an information clearly. Therefore, the researcher concludes that the interaction in classroom is a process from a teacher to give students knowledge or information by doing interaction.
Tucker (2013), there are some problems of interaction in classroom. They are:
1. Insensitivity to Students Needs
A lack of awareness on the part of the instructor leads to poor teacher- student relationship. Not all students respond the same way to lessons, and some require personalized educational practices. For example, a teacher might assume that a student who never volunteers in class is apathetic or disengaged.
In reality, the student might be a visual learner who doesn’t respond well to
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lecture-style teaching. Relationship troubles between teachers and students’
surface when a teacher doesn’t consider an individual student’s educational needs. Personality, family backgrounds, thought processes, learning style, priorities, maturity levels and academic goals influence each student’s ability to learn and connect with educators. Teacher are wise to view each student as an individual who deserves one-on-one attention and specialized, focused instruction whenever possible.
2. Teacher Judgment
Judgment by a teacher leads to poor relationships with students. A psychiatrist who directs the Peaceful Schools and Communities as “using power to punish, manipulate, or disparage a student beyond what would be a reasonable disciplinary procedure.” When elementary, junior high, high school and even college instructors judge students, their behavior results in dysfunctional teacher-student relationship. Students don’t trust teachers who judge them, and they don’t feel that those instructors have their best interests in mind. Some students lash out at teachers who judge them or withdraw completely neither of which is a healthy or productive option.
2) The Concept of Verbal Interaction a. Definition of Verbal Interaction
There are a lot of definitions of verbal interaction. Holmbreg (1986) that verbal interaction is the process sharing of information between individuals by using speech. Bunglowala (2015) defines that communication had been
divided into verbal communication and non-verbal communication. Verbal communication involves the use of the language whereas the non-verbal communication is essentially based on the use of expressions, gestures, action, etc. In additional, Chaudhry (2012) state that verbal communication itself doesn’t create that impact upon students’ mind and hearts as does non-verbal communication that complements the verbal message. Same verbal message may create opposite meaning and interpretation by students, the way the message is communicated through the medium of verbal communication.
Robert (2015) signs an symbol are the major signals that make up verbal interaction. Words act as symbol, and signs are secondary product of the underlying massage and include things like tone of voice, blushing and facial expressions. It means the way to deliver a verbal interaction have many ways like what expert say and its back to the teacher how expressing they self to make student understand.
Azam and Kingdon (2014) the effective communication plays a major role in motivating the students, knowing their aspiration and the problems that they may have. Though, both the verbal and nonverbal communication play a role, yet an effective verbal communication helps in building a strong teacher student relationship which act as platform for the strong cognitive development. Easy and effective verbal communication helps the teacher to get an insight into the students’ thought, ideas and opinion whereas the students get the knowledge of the teacher’s expectation, knowledge and skills.
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Furthermore, Hanes (2015) claim verbal interaction refers to the use of sounds and language to relay a massage. It serves as a vehicle for expressing desires, ideas and concepts and is vital to the teaching, in combination with non-verbal forms of interaction. Verbal interaction acts as the primary tool for expression between two or more people. Interpersonal interaction and public speaking are the two basic types of verbal interaction. Whereas public speaking involves one or more people a massage to a group, interpersonal interaction generally refers to a two-way exchange that involves both talking and listening.
On the other side, Li (2011) states that classroom teaching, in essence, is an activity of communication between the teacher and students by means of information transmission. In the other words, the teacher and students convey massage by both verbal and non-verbal cues in classroom teaching. As a result, teacher should be are of non-verbal behaviors in the classroom, in teaching context, verbal communication can be defined as relationship can be achieved through speaking and conversation. Then teacher should use the words carefully to be successful in teaching, each word as a feeling in people, specific emotions and distinct function. If the words are applied in proper place, it will affect the soul and body of audience immediately.
In additional, according to Glew (1995) verbal interaction is the expression of information through language which is composed of words and grammar. When massage or information is change or communicated through
words is called verbal interaction, verbal interaction has two types: written and oral communication. Its takes place through face-to-face conversation, group discussion, counseling, interview, radio, etc. So, verbal interaction is the process of exchanged of information.
There are a lot of verbal interaction Both the forms of the communication are extremely important for complete transfer/understanding of the content yet when it comes to the teaching learning process, verbal communication plays a much more vital role in transfer of knowledge.
Such as the above statement that verbal interaction can affect the mind and heart of students because on verbal interaction occurs direct communication between students and teachers it makes students feel in a state that really can understand what is conveyed by teachers.
b. Types of Verbal Interaction
In classroom interaction there are two types of interaction the first is student and teacher interaction, second is student and student interaction and then in a verbal interaction in classroom.
In this research, the researcher used Flanders’ Interaction Analysis Category (1970 cited in Hai and Bee 2016) to determine of the types of verbal interaction. There are 10 categorized:
1. Accepts feeling, the teacher accepts feelings when the teacher says that he understands the students' feelings. In addition, the teacher
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also clarifies the attitude or tone of a student's feelings in a way that is not threatening, maybe positive or negative feelings. For example:
Teacher: So, each of you dare not be afraid of being wrong. Must Brave!
2. Praises or encourages, praises or encourages action or behavior.
Jokes that release tension, but not at the expense of another individual; nodding head saying um, hmm or go on include. For example:
Student: Head, shoulders, knees, toes, eyes, ears, mouth, nose Teacher: Very good!
3. Accept or uses ideas of students is clarifying, building or developing ideas suggested by a pupil. Teachers’ extensions of pupil ideas are included but as teacher brings more of his own ideas into play, shift to category five.
Student: Bagaimana jika nomor dibagi menjadi kelompok pak?
Teacher: Boleh juga.
4. Ask questions, asking a question about content or procedures; based on teacher ideas, with the intent that the pupil will answer. For example:
Teacher: Bahasa Inggris Senin apa?
Students: Monday!
5. Lecturing, giving facts of options about content or procedures;
expressing his own ideas, giving his own explanation or sitting in authority other than pupil. For example:
Teacher: There's still something wrong! "Thine" is not "dying"!
"Thine"!
6. Giving Direction, directions, commands or orders or which a student is expected to comply. For Example:
Teacher: take the book, we will write! Does anyone know Lord’s Prayer? One by one, pleases! It's okay to make mistakes. Stand up, please!
7. Criticizing or justifying authority is statements intended to change the pupil behavior from non-acceptable to acceptable pattern;
bawling someone out; stating why the teacher is doing what he is doing; extreme self-references. For example:
Teacher: Don't, if a friend is wrong don't be laughed at. Familiarize if a friend is wrong, don't laugh.
8. Pupil-talk response is talk by pupils that they initiate. Expressing own ideas; initiating a new topic; freedom to develop opinions and a line thought, like asking thought, like asking thoughtful question;
going beyond the existing structure. For example:
Teacher: Try it now, you write it down at every step there are one or two lines, right?
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Students: Yeah right.
9. Pupils-talk initiation is talk by pupils that they initiate. Expressing own ideas; initiation a new topic; freedom to develop opinions and a line thought, like asking thought, like asking thoughtful question;
going beyond the existing structure. For example:
Student: is the answer in the book?
10. Silence or Pause or Confusion. This category includes everything that is not included in other categories. A period of confusion in communication when it is difficult to determine who is speaking is classified in this category. This includes pauses and brief periods of confusion, when communication cannot be understood by the observer. For Example:
Teacher: Salah! Kalo dia jamak, ada yang cuma tambah huruf “s”, ada yang dia berubah bunyi. Kalo foot dia jadi apa?
Students: (bingung)
Boulanger (2015) there are types of verbal interaction between students and teacher in classroom they are Intrapersonal Interaction, Interpersonal Interaction, Small Group Interaction, Public Interaction.
1. Intrapersonal Interaction
This form of interaction is extremely private and restricted to ourselves. It includes the silent conversations we have with ourselves, where in we juggle roles between the sender and receiver who are
processing our thoughts and actions. This process of Interaction when analyzed can either be conveyed verbally to someone or stay confined thoughts.
Intrapersonal communication takes place within a single person, often for the purpose of clarifying ideas or analyzing a situation. Other times, intrapersonal communication is undertaken in order to reflect upon or appreciate something. Three aspects of intrapersonal communication are self-concept, perception and expectation.
a) Self-concept is the basis for intrapersonal communication, because it determines how a persona sees him/herself and is oriented toward others. Self-concept (also called self-awareness) involves three factors:
beliefs, values and attitudes. Beliefs are basic personal orientation toward what is true or false, good or bad; beliefs can be descriptive or prescriptive. Values are deep-seated orientations an ideal, generally based on and consistent with beliefs, about right and wrong ideas and actions. Attitudes are learned predisposition toward or against a topic, ideals that stem from and generally are consistent with values. Attitudes often are global, typically emotional. Beliefs, values and attitudes all influence behavior, which can be either spoken opinion or physical action. Some psychologists include body image as an aspect of intrapersonal communication, in that body image is a way of perceiving ourselves, positively or negatively, according to the social standards of
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our culture. Other things that can affect self-concept are personal attributes, talents, social role, even birth order. Whereas self-concept focuses internally, perception looks outward. Perception of the outside world also is rooted in beliefs, values and attitudes. It is so closely intertwined with self-concept that one feeds off the other, creating a harmonious understanding of both oneself and one’s world.
Meanwhile, expectations are future-oriented messages dealing with long-term roles, sometimes called life scripts. These sometimes are projections of learned relationships within the family or society.
b) Perception
Perception is the process through which the information from outside environment is selected, received, organized and interpreted to make it meaningful to you. This input of meaningful information results in decisions and actions. According to Joseph Reitz (2001), “Perception includes all those processes by which an individual receives information about his environment-seeing, hearing, feeling, tasting and smelling. The study of these perpetual processed shows that their functioning is affected by three classes of variables-the objects or events being perceived, the environment in which perception occurs and the individual doing the perceiving.” In simple words we can say that perception is the act of seeing what is there to be seen. But what is seen is influenced by the perceiver, the object and its environment.
c) Expectation
Is an expectation of belief that is expected to be a reality in the future in accordance with the desire where to achieve it must be with real action?
2. Interpersonal Interaction
This from of interaction takes place between two individuals and is thus a one-on-one conversation. Here, the two individuals involved will swap their roles of sender and receiver in order to communicate in a clearer manner.
Consider the quantitative aspects of our interpersonal interactions. The fact that interpersonal communication takes two people means that it is indivisible without the second person, interpersonal communication is impossible. Thus, the parties to interpersonal communication are a duo: a couple, a pair, or perhaps adversaries. From an interpersonal perspective, even groups of three or more individuals are viewed as composites of dyads, effectively serving as the foundations for separate pairings and potential coalitions. A relationship doesn’t exist, and without a relationship, there is no interpersonal communication.
This means that if one person withdraws from the relationships, then that relationship terminates at least for the time being or until the connection between them is reestablished. The qualitative aspect of interpersonal communication is another story. We measure the quality of
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an interpersonal relationship along a continuum, with “intimate communication” at one end and “impersonal communication” at the opposite end. The more personally we interact with another person, the more “interpersonal” our relationship becomes. When we engage in interpersonal communication, our goal is to treat one another as genuine persons, not as objects, and to respond to each other as unique individuals with who we create a distinct relational culture, not as people merely playing roles.
The personal a relationship becomes, the more independent the two people become, sharing thoughts and feelings with each other. Our lives become interconnected, especially when contrasted with how we relate to persons with whom we are uninvolved and to whom we don’t reveal much about ourselves. We develop personal relationship because of the intrinsic rewards we derive from them; we find them emotionally, intellectually, and perhaps even spiritually fulfilling. In contrast, we have interpersonal relationships usually because of the extrinsic rewards they offer, such as maintaining professional working relationships with others to helps us reach our goals.
3. Small Group Interaction
This type of interaction can take place only when there are more than two people involved. Here, the number of people will be small enough to allow each participant to interact and converse with the rest. Press
conferences, board meetings, and team meetings are examples of group communication. Unless a specific issue is being discussed, small group discussions can become chaotic and difficult to interpret by everybody.
This lag in understanding information completely can result in miscommunication.
Small group-based teaching and assessment allow learners to cooperate among each other and maximize their own and each other’s learning (Garfield, 1993). It also facilitates the construction of knowledge.
Some, if not all, education theorist considers the constructivist approach, with its emphasis on what learners do rather that their perspective, an effective mechanism to encourage active and deep learning and achieve better learning outcomes. Practically, this implies that educators should strive to create occasions for students to work in small groups.
There are, however, a number of difficulties in small group learning in general and group based assessment in particular. Some of these include:
difficulty to coordinate activities and times, lack of continuous engagement once individual roles/tasks are defined and allocated, limited resource sharing, lack of integration of individual contributions and late starting of project Biggs (2003). Teachers face a host of problem too. These include (1) identifying and dealing with free-riders (2) fairly evaluating individual contribution and learning (3) monitoring group progress and providing actionable feedback and (4) using group assessments as part of their
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teaching strategy (Brown et al, 1997). One of the questions worth exploring therefore is to what extent the use of technology can help to tackle some of these challenges.
4. Public Interaction
This type of interaction takes place when one individual addresses a large gathering of people. Election campaigns and public speeches are example of this type of interaction. In such cases, there is usually a single sender of information and several receivers who are being addressed.
And also, there types of Verbal Interaction between student and student they are Group Project Interaction, Group case study Interaction, Peer Instruction, Discussion and Debate.
a. Group Project
Group project can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills. But without careful planning and facilitation, group project can frustrate students and instructors and feel like a waste of time. Use these suggestions to help implement group project successfully in classroom.
Group projects are ideal not only to teach function knowledge but also to develop students’ cooperative skills, which are critical to success in a workplace. However, students usually face a number of problems when they work in a group project. The use of information technology might assist to mitigate some of these challenges students face in group assessment. In
particular, collaborative tools create occasions that enable learners to synchronously and interact with the course content, the instructor, and their peers (Hardway 2005). A number of studies have reported on students’
experience with e-learning systems and the impact of these systems on teaching and learning. There is however less research that addresses the use of these systems to achieve specific learning outcomes such as better group interaction and performance.
b. Group Case Studies
Case studies are had long been used in business schools, law school, medical school and the social sciences, but they can be used in any discipline when instructors want students to explore how what they have learned applies to real world situation. Case come in many formats, from a simple “what would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives.
A case study has also been described as an intensive, systematic investigation of a single individual, group, community or some other unit in which the researcher examines in-depth data relating to several variables describe how case studies examine complex phenomena in the natural setting to increase understanding of them, using case studies in research means that can be addressed. Furthermore, when describing the steps undertaken while using a case study approach, this method of research allows the researcher to
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take a complex and broad topic, or phenomenon, and narrow it down into a manageable research question. Often there are several similar cases to consider such as educational or social service programmers that are delivered from a number of locations. Although similar, they are complex and have unique features. In these circumstances, the evaluation of several, similar cases is examined, hence the multiple case study.
c. Peer Instruction
Peer instruction is a form of collaborative learning where students engage with core course concepts and then explain those concepts to another. Crouch and Mazur (2001) note that “unlike the common practice of asking informal questions during a lecture, which typically engages only a few highly motivated students, the more structured questioning process of peer instruction involves every student in the class” Peer instruction is quite important to discuss and answer posed concept test questions. The learning of students instructed with peer instruction during in class discussion depends on both the quality of concept test questions and the robust background knowledge of the students (Mazur & Watkins, 2010). The concept test questions should be especially designed and chosen based on selecting and defining target behaviors. Concept the questions should be also designed for higher-level thinking and plausible distracters to evaluate students’ thinking processes.
Expressed that the right level of difficulty is the main target for high quality question.
In cases of peer instruction, groups of two four students briefly discuss a question or assignment given by the teacher, during a lecture (peer discussion).
In order to successfully implement peer instruction, more is needed than simply ‘talking about this with your neighbor. It is important to pay attention to the question you are asking, the instruction you are given of the peer instruction moment.
d. Discussion or Debates
Discussion or debate is something that often happens in the classroom or is used by the teacher in the learning process because it can bring students into direct interaction by expressing their opinions.
Discussion not debate, is a pathway to intellectual growth. That’s because when we’re alone or talk only to those we agree with it’s hard to see where we’re right or wrong. In fact, it’s very easy to delude ourselves into thinking we’re right all the time. So, discussion doesn’t mean talking in an echo chamber. Rather, it’s essential to try to see ourselves as objectively as we can.
Talking openly to those we disagree with is a good way to do that. But of course, it’s hard.
Debate is easier because your never level criticism at your own argument. In a good discussion you have to, at least tacitly. Also, in an ideal discussion you tackle tour strongest challenger’s best arguments; again, the opposite of debate.
You enter wanting to understand the other side, coming not with prepared criticisms and zingers but with honest questions. Because our default mode
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tends to be defensive, a good discussion means having to put some energy into the attitude that “We may both be wrong.” You don’t exactly ignore your challenger’s weakness. You point them out as part of the learning process, but you also have to accept that her points may not be as weak, nor yours as strong, as you thought.
A good discussion reveals the weakness of your argument, to yourself and to the other discussant. To correct an error, you first have to be made aware of it and second to admit it. But to make yourself vulnerable by such an admission requires trusting that your challenger won’t hammer you over the head with it.
As discourse turns to debate, that kind of trust vanishes. Talking about debate and discussion in their pure forms. Discussion and debate can get jumbled together and real-world discourse usually falls somewhere in the middle. Also, if a debate takes place in the context of a larger discussion, one in which the debaters afterwards openly discuss the strengths and weaknesses of their positions as revealed in the debate, then it could serve a heuristic purpose. I sometimes do this in the classroom. Nevertheless, it’s important to keep distinction between discussion and debate clear.
From the above explanation of the type of verbal interaction can be conclude that of all the types that the same focus is how communication occurs for yourself or others, when others understand what we say and respond it means interaction occurs. And also from the above type an expert suggest that verbal interaction has benefits.
Buzaniye (2015) said there are benefits of verbal interaction, which are:
1. Gives clear expression, when there is verbal interaction, people are able to express themselves quite clearly. They can be able to emphasize on certain ideas, views and insights as they cite examples thus facilitating for a clear understanding among the communicators.
2. Provides good understanding with verbal interaction you can be able to understand people better. When you speak to someone and they respond to you as well as you continue to engage in a conversation, you will get to understand this person more because you are able to explore his emotions as well as body language through his words. With communication, there is no guest work. You can understand exactly what the other person is saying to you.
3. Gives satisfaction, whenever you engage in a verbal interaction, you are able to express what is on your mind. And however much you may never get all your requests met at any particular time, it is satisfactory to know that you are able to express yourself and get your thoughts and wants recognized and understood.
4. Increases popularity, effective interaction is done by both verbal and non-verbal communication. However, the former is the most successful when it comes to discussing, explaining and citing examples. People who have good verbal communication can easily make friends because they
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are able to express themselves clearly thereby understanding others as well.
In additional, the functional analysis of students’ verbal interaction focus on the purpose for which verbal language is used in a given context. It investigates and highlights the communicative strategies applied by individual students whilst taking part in interaction analysis of this nature often concentrates of the illocutionary force of an utterance that is on its functional meaning. The functions for which students use their oral language are closely linked to the topic of discussion as well as to the individuals’ expectation and evolving interpretations of the situation shaped by the sociocultural context of the activity. The functions of language used in the course of interaction serve both intra- and interpersonal purposes. On the one hand, the purposes and intentions carried by means of verbal language serve an ideational, i.e. cognitive function. On the other hand, they serve an interpersonal function relating to the personal and social relationship between the interaction.
Verbal Interaction can be explained as exchanging ideas and thoughts by using words whether spoken or written. As humans, communicating with each other is very essential because through this we are able to interaction, learn and understand each other. With verbal interaction, we are also able to build relationships and trust and many other things. The following are some of the benefits of interaction verbally.
On the other side, Hattie (2008) explains types of interaction in classroom as follows:
1. Student-Teacher Interaction
Consistent interaction with your classroom on a personal and group level helps support academic expectations among students and gives you a presence they can count on. We’re not just talking about required forms of communication (e.g., timely responses to email inquiries, assignment feedback), but also leveraging educational technology so that your teaching strengths shine. Your LMS’s tools often provide opportunities that enhance your finest teaching attributes in ways that stimulate classroom interaction. Ask yourself, what are her best teaching qualities perhaps you’ve always been able to make your classroom laugh with a well-timed joke, or maybe you excel at communicating difficult concepts in ways that are simple and affective. Use technology that allows you to showcase these strengths as you interact with students.
2. Student-Student Interaction
While your interaction with students remains vital, encouraging peer- to-peer communication is just as essential. To prevent a boring, repetitive, and isolating learning environment, build activities assignments that ignite classroom discussion. These discussions help alleviate students from feeling sequestered from one another and instead create a dynamic sense of community, like Discussion threads, Group
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project, Peer reviews, Study groups (developed based on observed, organic interaction among students), Video chat sessions (e.g., for discussing reading or discussion prompts).
C. The Conceptual Framework
Figure 2.1 : Conceptual Framework
The process of the research is illustrated as in the existing diagram above.
The research starts by a classroom interaction which is a verbal interaction and observation in classroom to know how the interaction between the teacher and students. The researcher records the learning process in the classroom, the next step is conducting a data analysis by make a transcript based of a video record in classroom a transcript from the whole record added.
Classroom Interaction
Verbal Interaction
Teacher’s Verbal Interaction Student’s Verbal Interaction
35 CHAPTER III RESEARCH METHOD
A. Research Design
The method of this research used qualitative descriptive method. Qualitative research method is used to examine question that can best verbally describing how participants in a study perceive and interpret various aspects of their environment.
Bodgan and Biklen (1982) research refers to process-oriented methods use to understand, interpret, describe and develop a theory on a phenomenon or setting. It is a systematic, subjective approach used to describe life experiences and give them meaning. Descriptive qualitative research was mostly associated with words, language and experiences, qualitative research was concerned at how opinions were formed.
In this study, the researcher investigated kinds of verbal interaction between teacher and students, students and students in the classroom, it was along with the objective study to analysis the verbal interaction.
B. Research Focus
The focus of this research was verbal interaction that the teacher and students used in the classroom by using direct and indirect interaction.
furthermore, the category of direct and indirect interaction used to complete the verbal interaction determined as the indicators of the research.
C. Subject of The Research
The researcher chose a teacher and 20 students eleventh grade of SMA Boarding School Awwalul Islam Makassar as the subject of this research. In this research the researcher employed purposive sampling.
D. Research Instrument
Observation is a way to collect the data in the research which the researcher observed in the field. Arifin (2011) states that observation is a process of observing and recording systematically, logically, objectively and rationally about various phenomena, both in actual situations and in artificial situations to achieve certain goals.
The researcher enters the classroom and observe the class to collect the data by recording video. In this study, the researcher collected the data using Flanders’
Interaction Analysis Categories suggested by Alwright D. and Bailey (1991:10, 202-203). Furthermore, in recording the researcher recorded teacher’s talk, student’s talk, and silence that based on the observation tally sheet’s guidance adapted from Flander (1970 cited in Hai and Bee 2006) as the follows: Teacher’s talk consists of direct and indirect interaction. The indirect interaction includes teacher accepts the students’ feeling and ideas; praises or encourages students’
action or behavior; repeats, clarifies, builds or develops ideas or suggestions given by a student; asks question about content or procedures, based on the teacher ideas and expecting an answer from the students.
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Meanwhile, the direct interaction includes the teacher give the facts or opinions about content or procedure expression of his own ideas, gives his own explanation or citing an authority other than a student; gives directions, commands or orders or initiation; and asks the students not to interrupt with foolish questions.
E. Data Collection
For data collection the researcher used an observation video record as instrument method.
The researcher uses to following procedures:
a) The observations do at SMA Muhammadiyah Boarding School Awwalul Islam Makassar.
b) The researcher meets the English teachers and go to observe that class.
c) And the researcher observed the English teacher in teaching and learning process in research by taking video to collect data.
d) Filling the observation sheet.
e) The researcher analyzes the data.
F. Technique Data Analysis
The researcher collects the data on Dec 11th, 2020 at SMA Muhammadiyah Boarding School Awwalul Islam Makassar. The data collect by observing one time class meeting using two methods in collecting the data including observation tally sheet, and record (video recording) and analyzed by FIAC (Flanders Interaction Analysis Category). It was done to make the research data became more objective.
Through observation, the researcher could observe what the teacher and students did and talked in classroom.
To describe what the teacher and students talks constitute in the classroom interaction, this study required video recording as one of the research tools.
According Allwright (1991), the appropriate way to gather more complicated enquires or more details data is audio record or even video record, so, that we can get what was said, by whom, in what tone of voice. Video recording of the whole proceeding was made to acquire more complete data about the classroom process.
Furthermore, with the presence of investigator, students behaved naturally and were not interrupted during the classroom learning.
39 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the result of the research which divided into two selections; they were findings and discussion where the finding outlines the result of the data analysis was taken by observation and record video while learning process in classroom, the result of the findings.
A. Findings
The finding covers the data of verbal interaction between students and teacher in the classroom. The result of the research data show that the teacher makes a lot of verbal interaction in learning process, which is giving praise the encourage, ask a question, giving direction and criticizing or justifying authority to students. And also, the students doing a verbal interaction like giving a response to student’s questions and while the teacher gave direction. In that situation, the teacher is dominant in make a verbal interaction because in that class only talk about some tasks that given the students before doing exam in the next week. The verbal interaction between teacher and students in the classroom also influenced by the teacher ability on the speaking and how to deliver the information to the students, so the students can understand and give feedback to the teacher. The researcher took students and students who teaching at grade of SMA MUHAMMADIYAH BOARDING SCHOOL AWWALUL ISLAM MAKASSAR as respondent. The teacher and student’s verbal interaction could be seen clearly in the following explanation:
The analysis of verbal interaction between teacher and students in the classroom
For data collection, the researcher used observation sheet by Flanders. The research consists the observation in classroom and fill an observation sheet according to some interaction that the teacher and student did, after that the researcher analyze another interaction from the video and re check the interaction that used in the classroom. After that the researcher analyzed the data from the observation by using Flanders Interaction Analysis Category (FIAC) and categorize of each interaction that the teacher and students and the last is the researcher did the data and make conclusion.
Table 4.1 Verbal interaction that the teacher and students in classroom VERBAL INTERACTION USED
BY TEACHER BY STUDENTS
1. Accept Feeling 2. Praises or Encourage 3. Accepts or Uses Ideas 4. Ask question
5. Lecturing
6. Giving Direction
7. Criticizing and justifying
8. Students talk-response 9. Students talk-initiation
10. Silence or Pause of Confusing
Flander (1970 cited in Hai and Bee 2006)
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The researcher put out code on the particular teachers and student’s verbal interaction was on the Flanders Interaction Analysis Category (FIAC)’s observation sheet during teaching and learning process after the researcher did plotting the coded data firstly.
Table 4.2 Percentage of Matrix Table
No Verbal Interaction
Result of Verbal Interaction Used
1 Accepts feeling 5
2 Praises or encourages 7
3 Accepts or Uses Ideas 6
4 Asks question 43
5 Lecturing 9
6 Giving direction 15
7 Criticizing or justifying 5
8 Students-talk response 51
9 Students-talk initiation 4
10 Silence 5
Flander (1970 cited in Hai and Bee 2006) From that table above, the percentage of teacher talk in classroom was 90 times from category first until seventh, the students talk was 55 from category eighth until tenth.
